Early Care and Education for Young Children with Disabilities Degree Program

The degree of Associate in Science with a major in Early Care and Education for Young Children with Disabilities will be awarded upon successful completion of the program.

The Associate in Science in Early Care and Education for Young Children with Disabilities will prepare students to begin working in the growing field of early intervention and early childhood special needs. This degree responds to the increased diagnosis of young children with autism and the need for qualified professionals to work with children with autism and their families while helping to reduce out-of-district placements. Graduates of this program will be able to help improve educational outcomes for young children with autism, low-incidence disabilities, and other special needs. Students will learn to value the family as the first and most important teacher of the child and provide family services that are relationship based, culturally responsive and delivered collaboratively as part of a team in natural environments. A focus of the program will be enhancing social/emotional development of children by helping them to identify and express feelings and develop meaningful relationships with other children and adults. The degree is offered both face-to-face and online.

Students in this program should be prepared to spend out-of-class hours working with young children and their families as part of several courses separate from the practicum experiences. Students must pass all major field courses with a grade of "C" or higher to graduate from this program. Graduates are prepared for immediate entry as competent professionals into the field of early childhood education with a focus on young children with disabilities to work as teachers in licensed child care centers and Head Start programs, as early interventionists with early supports and services programs providing services in both home and community-based settings with a focus on children aged birth to three, and as paraprofessionals in early care and education working in public school, home, and community-based settings with children aged 3 to 8. Students wishing to pursue other opportunities in early intervention may further their education at a four year college.

The vision of the Child and Family Studies Department at NHTI is "Teaching, Learning, and Practice with Quality and Joy!" The faculty of the program view teaching as both an emotional and intellectual process. They aim to develop within students the ability to be curious observers of children and to be thoughtful educators who develop knowledge with children through interactive learning.

The degree supports graduates to work in NH Early Supports and Services in roles that could include intake coordinator, autism specialist work, home visitor, and 1-1 support.

The degree also meets the training and education requirements for the State of NH Early Childhood Professional Development System credential of NH Early Childhood Teacher, Level 5. (Refer to the Early Childhood Professional Development System Guide for other criteria for this level.)

Transfer Information

• Transferring to other institutions
• Transferring to NHTI

Specific Admission Requirements

1. Algebra I with a grade of “C” or higher or completion of NHTI's MT 103 and MT 104, both with grades of “C” or higher.
2. NHTI placement testing indicating an aptitude for EN 101 English Composition; verbal abilities and writing skills are major considerations for acceptance into the Early Care and Education for Young Children with Disabilities program.
3. Satisfactory interview with Child and Family Studies program faculty.
4. Students who do not meet Standards 1 and/or 2 above may matriculate as an EC* student in the General Studies program. These students will take EC 100 and EC 101X in their first year and be advised by Child and Family Studies faculty.

Internship Considerations

NHTI has developed excellent practicum opportunities for our students to foster hands-on learning while simultaneously receiving credit. Nonetheless, the college's first priority must be to ensure that patients/clients/children/families are not placed in jeopardy by students during learning experiences. Therefore, students in internship, externship, practicum, service learning, and clinical experiences must demonstrate sufficient emotional stability to withstand the stresses, uncertainties and changing circumstances that characterize patient/client/child/family responsibilities. Furthermore, the student is expected to have the emotional stability required to exercise sound judgment, accept direction and guidance from a supervisor or faculty member, and establish rapport and maintain sensitive interpersonal relationships and confidentiality with employees, customers, and/or patients/clients/children and their families.

Health Considerations

Candidates for positions and careers in early childhood education are encouraged to explore health requirements associated with employment in early supports and services (early intervention), child care, preschool and related settings for young children. Prospective students with special needs requiring accommodations that may affect their practicum placement and/or potential employment prospects are encouraged to discuss their specific career goals with the department head during the admissions process, particularly if the candidate is concerned about meeting the program's academic and technical standards. Each student is required to obtain NHTI Liability Insurance starting each school year. The students will be billed directly.

Character Expectations

The health and safety of young children is of paramount concern to the Department of Child and Family Studies. Applicants for positions in early supports and services (early intervention), childcare, preschools and many other early childhood programs in New Hampshire should be aware that background checks and fingerprinting through the New Hampshire Department of Safety must be completed by potential employers prior to employment. To participate in NHTI's practica, students must first submit to background checks and fingerprinting.

Applicants who have been in difficulty with the law, depending upon the nature of the problem, may not be employable or even eligible for practica. Applicants are advised that such matters will be discussed during the admissions interview, to minimize the likelihood that future goals will be compromised.

Technical Standards

Technical Standards have been established to provide guidance to students as to skills and abilities required to function successfully in the program and ultimately in the Early Childhood Education profession. Applicants who feel they may not be able to meet one or more of the technical standards should contact department faculty to discuss individual cases. The Department of Child and Family Studies will seriously consider all academically qualified candidates provided that the technical standards can be met with or without reasonable accommodations. No essential technical standards will be waived or modified.

Students in Early Childhood Education must have sufficient strength, stamina, motor coordination and sensory capabilities to perform the following:

• Standing for sustained periods of time, walking, running, bending, and sitting on the floor to meet children's needs and accomplish tasks;
• Frequent lifting, moving and transferring children, especially infants and toddlers;
• Sufficient visual and hearing acuity to ensure a safe environment; and ability to respond quickly to children, colleagues, and professional partners in the event of emergency;
• Sufficient verbal ability to express and exchange information and ideas as well as to interpret important instructions to children, colleagues, professional partners, and parents;
• Sufficient skills in written expression to accurately record children's daily progress and milestones as well as medications administered, accident and suspected child abuse/neglect reports, etc.;
• Ability to work with frequent interruptions, to respond appropriately to unexpected situations including situations requiring immediate crisis response and role responsibility exchange; to demonstrate safe and required care for children, families, colleagues and the workplace as a whole; and to cope with substantial variations in workload and stress levels;
• Ability to consistently attend and participate in classes and practica in a timely manner;
• Ability to demonstrate and maintain organizational skills and time management in classes and at the practicum site;
• Ability to respond to children's personal needs, including changing diapers, in a manner that safeguards the health and safety of the student, children, and staff;
• Ability to work in a professional and respectful manner with a diverse range of children including children of different races, cultures, religions, and ethnicities as well as children with a wide range of disabling conditions;
• Ability to abide by NHTI's student conduct code;
• Ability to maintain proper boundaries in both the school and home environments; and
• Ability and disposition to adhere to and practice the Code of Ethical Conduct set forth by the National Association for the Education of Young Children.

Program Comments:

1. Students will be working with children at the NHTI campus child care center beginning with first semester early childhood courses. Applicants are advised that the New Hampshire Bureau of Child Care Licensing requires certain paperwork to be on file at centers for employees and others who regularly work in child care centers. Completion of paperwork from the Bureau of Child Care Licensing must occur by the end of the first week of classes. This may include:
   • submission of a criminal record check;
   • a complete set of fingerprints (new law effective July 1, 2007);
   • completion of the licensing Child Care Personnel Health Form by a licensed health provider.
2. The cost of the record check and fingerprinting is the responsibility of the student. They must come back as clear or non-disqualifying and the health form must indicate that the student is in good physical health and has no mental or emotional disturbances that would prohibit him/her from caring for children. Otherwise the student will be dismissed from the program.
3. Students working in licensed child care programs in NH may apply for tuition assistance made possible through funding from the NH Department of Health and Human Services, Division for Children, Youth, and Families, Child Development Bureau. Contact the department head for more information.

¥ Students whose placement test scores suggest difficulty with lengthy and complex assignments are strongly advised to complete the program in 2 ½ - 3 years.
+ BI 100, CH 100, and PH 100 do not meet this requirement.
++ Any course with a prefix of AN, EO, HI, PS, PY or SO (except HI 104 and HI 105).
# Indicates major field courses.
*EC 101: Following consultation with the Department Head of the Early Childhood Education program, students may alternatively meet the requirement for EC 101 by completion of both EC 100 and EC 101X with grades of "C" or higher. Students choosing this option should be aware that an additional credit is required (i.e., EC 101 carries 3 credits; EC 100 and EC 101X each carry 2 credits, for a total of 4 credits).
**EC 277: Students who are utilizing their workplace as their practicum site will be required to register concurrently for EC 273 Coaching for the Practicing Professional: Practicum 1 (one credit). Such students should consult with the Department Head of the Child and Family Studies Program.
***EC 278: Students who are utilizing their workplace as their practicum site will be required to register concurrently for EC 274 Coaching for the Practicing Professional: Practicum 2 (one credit). Such students should consult with the Department Head of the Child and Family Studies Program.

NH Family Centered Early Supports and Services Tuition Assistance AND Early Childhood Education Scholarship Program
Funds are now available for BOTH employees of NH Family Centered Early Supports and Services (FCESS), and parents/legal guardians of children receiving services through FCESS. The Community College System of NH is partnering with the Department of Health and Human Services, Bureau of Developmental Services to provide financial assistance to increase their skills.

Early Childhood Education Scholarship Program The Community College System of NH partners with the NH Department of Health & Human Services, Child Development Bureau to offer tuition assistance to child care providers who are entering or are currently in the field of Early Care and Education. If you provide family child care, or work at least part time in a licensed child care setting in New Hampshire, you may be eligible to receive tuition assistance for Early Childhood Education courses offered through the CCSNH. Additional information may be accessed here.

Revised: 24 Jan 2012

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